Centering Community and Children: Artifacts in Mathematics Methods Courses

Crystal Kalinec-Craig; Sylvia Celedón Pattichis

Autores/as

Crystal Kalinec-craig University of Texas at San Antonio Autor/a https://orcid.org/0000-0002-1387-3797
Sylvia Celedón Pattichis University of Texas at Austin Autor/a https://orcid.org/0000-0003-1720-5216

Palabras clave:

elementary, , Mathematics Education, Student Collaboration and Communication

Resumen

The poster highlights how two mathematics teacher educators leverage the TEACH Math (Teachers Empowered to Advancing CHange in Mathematics; Turner et al., 2012) framework, a research base funded by the National Science Foundation. The primary purpose of TEACH Math was to theorize about how teacher candidates can learn about how to connect Children’s Mathematical Thinking (Carpenter et al., 2015) and children’s funds of knowledge (Moll et al., 1992) in ways that made meaningful connections between theory and practice. The TEACH Math research group developed several modules for mathematics teacher educators to use in their methods courses so that teacher candidates could learn to attend to “children’s multiple mathematical knowledge bases” (Turner et al., 2012). The primary intention of this poster is to show a series of artifacts, based on the TEACH Math modules, that support the authors’ practice of preparing new elementary school teachers as they learn about children’s multiple mathematical knowledge bases. As two authors from the United States who are elementary mathematics teacher educators, this poster offers a selection of artifacts that serve as activities and assignments.

Biografía del autor/a

Crystal Kalinec-craig, University of Texas at San Antonio

Dr. Crystal Kalinec-Craig is an associate professor at the University of Texas at San Antonio in the department of Interdisciplinary Learning and Teaching in the College of Education and Human Development. She is a proud 5th generation south Texan who returned to serve her community. Her research trajectory has been profoundly shaped by esteemed mentors at the University of Arizona, who instilled in her a commitment to equity and justice in education. Drawing inspiration from scholars such as Drs. Erin Turner, Marcy Wood, and Marta Civil, her work centers on amplifying the voices of marginalized students in mathematics classrooms. Guided by concepts like Funds of Knowledge (pioneered by Dr. Luis Moll), Torres’ Rights of the Learner (theorized by Olga Torres), and rehumanizing mathematics for BIPOC students (Black, Indigenous, and People of Color) with a sociopolitical lens (as theorized by Dr. Rochelle Gutiérrez at the University of Illinois), Dr. Kalinec-Craig strives to create inclusive learning environments that honor students' diverse experiences and knowledge. As a professor who prepares future elementary and middle grades teachers, she is proud of her responsibility. She openly shares the story that September 11, 2001, was her second day as a new 7th grade teacher, a moment that continues to influence who she is today. She has served as the program coordinator for the elementary education program, faculty senator, Vice President of Advocacy, Equity, and Research for the Association of Mathematics Teacher Education, and Graduate Advisor of Record for the department Ph.D. program. You can find her published work in journals such as Democracy and Education, Journal of Mathematical Behavior, Journal of Mathematics Teacher Education, ZDM, and NCTM's journal, Mathematics Teacher: Learning and Teaching. She lives with her partner, Scott, two dogs (a German Shepherd and rescue dog) and cat in San Antonio. You can find her on Instagram, Threads, Facebook, and TikTok.
Sylvia Celedón Pattichis, University of Texas at Austin
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Sylvia Celedón-Pattichis Professor, Department of Curriculum and Instruction
H. E. Hartfelder/The Southland Corporation Regents Chair in Human Resource Development (Fellow)

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Sylvia Celedón-Pattichis is a professor of bilingual/bicultural education in the Department of Curriculum and Instruction. She recently served as senior associate dean for research and community engagement and director of the Center for Collaborative Research and Community Engagement in the College of Education at The University of New Mexico.

Celedón-Pattichis prepares elementary pre-service teachers in the bilingual/ESL cohort to teach mathematics and teaches graduate level courses in bilingual education. She taught mathematics at Rio Grande City High School in Rio Grande City, Texas for four years. Her research interests focus on studying linguistics and cultural influences on the teaching and learning of mathematics, particularly with bilingual students. She was a co-principal investigator (PI) of the National Science Foundation (NSF)-funded Center for the Mathematics Education of Latinos/as (CEMELA). She is currently a lead-PI or co-PI of three NSF-funded projects that broaden the participation of Latinx students in mathematics and computer programming in rural and urban contexts.

She serves as a National Advisory Board member of several NSF-funded projects and as an Editorial Board member of the Bilingual Research Journal, Journal of Latinos and Education and Teachers College Record. Her current work is a special issue on "Teaching and Learning Mathematics and Computing in Multilingual Contexts" through Teachers College Record. She co-edited three books published by the National Council of Teachers of Mathematics titled Access and Equity: Promoting High Quality Mathematics in Grades PreK-2 and Grades 3-5 and Beyond Good Teaching: Advancing Mathematics Education for ELLs.

Celedón-Pattichis was a recipient of the Innovation in Research on Diversity in Teacher Education Award from the American Educational Research Association, and the 2011 Senior Scholar Reviewer Award from the National Association of Bilingual Education. She was also a recipient of the Regents Lectureship Award, the Faculty of Color Research Award, Chester C. Travelstead Endowed Faculty Award, and the Faculty of Color Mentoring Award to recognize her research, teaching, and service at The University of New Mexico. The accomplishments she is most proud of are her two daughters, Rebecca and Antonia Pattichis.
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